Infants, Children, and Adolescents

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With a heightened emphasis on the interplay between biology and environment, and stronger focus on education (both at home and at school) and social policy as critical pieces of the dynamic system in which the child develops, Berk pays meticulous attention to the most recent scholarship in the field.

A Personal Note to Students

xiv

Preface for Instructors

xv

PART I Theory and Research in Child Development

History, Theory, and Research Strategies

2

(50)

The Field of Child Development

4

(2)

Periods of Development

5

(1)

Domains of Development

5

(1)

Basic Issues

6

(4)

Continuous or Discontinuous Development?

7

(1)

One Course of Development or Many?

8

(1)

Nature or Nurture as More Important?

9

(1)

Biology and Environment: Resilient Children

10

(2)

A Balanced Point of View

10

(2)

Historical Foundations

12

(3)

Medieval Times

12

(1)

The Reformation

12

(1)

Philosophies of the Enlightenment

13

(1)

Scientific Beginnings

13

(2)

Mid-Twentieth-Century Theories

15

(8)

The Psychoanalytic Perspective

15

(3)

Behaviorism and Social Learning Theory

18

(1)

Piaget's Cognitive-Developmental Theory

19

(4)

Recent Theoretical Perspectives

23

(8)

Information Processing

23

(1)

Ethology and Evolutionary Developmental Psychology

24

(2)

Vygotsky's Sociocultural Theory

26

(1)

Ecological Systems Theory

27

(2)

New Directions: Development as a Dynamic System

29

(2)

Comparing Child Development Theories

31

(1)

Studying the Child

31

(18)

Common Methods of Gathering Information

33

(5)

Cultural Influences: Immigrant Youths: Amazing Adaptation

38

(1)

General Research Designs

39

(2)

Designs for Studying Development

41

(3)

Social Issues: Health: Impact of Historical Times on Development: The Great Depression and World War II